Transcript Hobart High School

Potential academy conversion consultation June 2012
Governing Body minutes 09.05.12
 The Governing Body proposes to submit a formal
application for the conversion of Hobart High School
to Academy status and resolves to carry out the
consultation on Academy Status and asks the Local
Authority to carry out the TUPE consultation.
 This was agreed unanimously
What does this mean?
 What is an Academy?
 The National/Norfolk context
 The Hobart context: what do we want to do
 The Hobart context: what don’t we want to do
 Wider consultation
 Process from here
 Questions
What is an Academy?
 A centrally funded state school
 Free from Local Authority control
 Free from following the National Curriculum
 Freedom to set own pay and conditions for staff
 Focus on freedom for the school to drive improvement
The National/Norfolk context
 Part of a clear national, political agenda
 Mixed community of schools
 1 May 2012: 1807 UK Academies
 Experience in some authorities: Sutton, Leicestershire
The National/Norfolk context
 Norfolk pattern matches the national
 Currently 23/50 have converted or have a published
conversion date early in 12/13
 They cover all types of schools and all Ofsted gradings
The National/Norfolk context
Sponsored Academies:
 Open
 City
 Ormiston Venture
 Ormiston Victory
 Kings Lynn
 Thetford
 Hamonds (September)
 Hockering and Methwold (September)
The National/Norfolk context
Converter Academies:
 Springwood
 Diss
 Cromer
 Wymondham High
 Sheringham
 Wayland
 Hellesdon
 Caister
 Taverham
 Flegg
 Acle
The National/Norfolk context
Converter Academies:
 Wymondham College
 Lynn Grove
 Notre Dame
 Reepham
 4/7 of the outstanding schools
 Aylsham (Foundation), Alderman Peel, Hobart
The National/Norfolk context
Changes at the LA:
 Several rounds of redundancy at the advisory service
 Reduction in support offered to schools e.g.
counselling
 Increase in the offer of a traded service for many areas
 Many aspects being devolved to schools/clusters: Pupil
Specific SEN funding
The National/Norfolk context
Norfolk County Council (elected)
 Clear stance in favour of supporting High Schools who
wish to convert; but no wholesale requirement
 Recognition of the mixed community of schools and a
need to work closely with all providers
The Hobart context: what would we want to do?
 Maintain outstanding status
 Deliver a curriculum that suits our need free from
external pressures
 Secure finances in an uncertain climate
 Use additional funding to replace some services lost by
LA cuts – such as counselling/behaviour support and
our ability to select who we employ
 Review some aspects of business side of the school
 Use resources to support other schools in the Loddon
cluster
The Hobart context: what would we want to do?
 LACSEG: Local Authority Central Spend Equivalent
Grant
 Current indication for Hobart £245,000
 Other heads have suggested that they have brought
back key services for less than their LACSEG – bring
additional resourcing into the school
The Hobart context: what wouldn’t we want to
do?
 Change the name of the school
 Change the uniform
 Change timings and term dates
 Change job titles
 Change terms and conditions
 But…
The Hobart context: what wouldn’t we want to
do?
 The Head and the Governing Body (current or future)
would still have the legal right to change any of these
should the need change
Risks
 Responsibility for the site: long term lease
 Maintaining the buildings
 Additional employer costs: pensions, maternity,
redundancy
 Future changes to school funding
Governance
 High School (LA) Governors establish Academy Trust
(charitable company limited by guarantee)
 Academy Trust: 3 or 4 Members appoint Governors
(also known as directors or trustees)
 Governing Body runs the Academy on behalf of the
trust
 Responsible for: quality of education; challenge and
monitor performance; manage finance and property;
employ staff
 Must include two parents and the Headteacher
Ethos and values
 Maintain what works well at the school
 High levels of academic achievement
 Personalised support for SEN students
 Range of enrichment activities
 Management of behaviour
 Still subject to OFSTED inspection
Wider consultation
 We will consult until 21 September
 Public meeting: 2 July at 19.00
 Letters to local interest groups
 Letters to professional associations
 Website information and contact
 Questions and comments in writing
 Response to written questions: September
Process from here
 Await Academy Order: triggers drawing up of funding
arrangement and LA consultation with staff
 21 September: consultation closes
 Mid October: full Governors meeting to review
comments from consultation and to consider funding
agreement. Agreement on whether to continue with
process
 If we continue an Academy would open early in 2013
Conclusion
 Largest sustained period of change in education for a
generation
 Standing still is not an option; we have to adapt to a
changing environment
Questions